Introductory Talk
9.10 – 10.10 am, Room C218, Levels 1
& 2
Developing
as an ‘extended’ pedagogic researcher
Professor
Linda Evans,
University of Manchester
In the 1970s, educational researcher
Eric Hoyle (who was to become a distinguished professor of education at the
University of Bristol) published his models of what he called ‘restricted’ and
‘extended’ schoolteacher professionality. Many scholars have gone on to use
Hoyle’s models in their own research – none more so than Linda Evans, who has
developed and adapted them to apply not only to schoolteachers but also to many
other constituencies of professionals, including researchers. In this
introductory talk
at the 2019 Pedagogic Research conference, Linda will discuss how to develop
from being a ‘restricted’ to an ‘extended’ pedagogic researcher. Within a
general focus on developing and establishing one’s profile as an effective
pedagogic researcher, she will talk specifically about how to develop a
pedagogic research project with a view to publication, what journal editors are
looking for, and how to master what she calls the ‘three Rs of
pedagogic-research-for-publication’. She will address how, at the
institutional level, cultures of ‘extended’ pedagogic researcher
professionality may be fostered, with a view to developing the support systems
and structures that motivate, promote collegial research practice, increase
capacity, and enhance the quality of research output.
Biography
Having worked at the Universities of
Warwick and Leeds, Linda Evans is professor of education at the University of
Manchester. Her research focuses on professional working life, and she has
particular expertise in the fields of researcher development, academic
leadership and research leadership. Whilst the context of her work spans both
the compulsory and the higher education sectors, her most recent funded
projects have focused on university professors and professorship. Frequently in
demand as an invited speaker, she has presented keynotes in France, Germany,
Portugal, the Netherlands, Australia, Russia, Mauritius, the Republic of
Ireland, and, of course, the UK. She has published over seventy papers or
chapters and seven books, including Teaching and Learning in Higher
Education (1998). Her eighth book, Professors as academic leaders:
Expectations, enacted professionalism and evolving roles, was published in
2018. She is the former editor of the International Journal for Researcher
Development, and currently associate editor of the journal, Educational
Management, Administration and Leadership.
Parallel Sessions 1
10.15 – 10.55 am, Room A500, Level 5
Student Centred Teaching and Learning
Approaches to Enhance Student Experience
Angad
Panesar,
School of Computing, Engineering and Mathematics
The challenges associated with wide
entry grades; large class sizes; increased students on LSPs; insufficient
contact time; limited mechanisms to encourage independent & peer study
time; limited promotion of inclusivity & diversity etc., is constantly
leading to innovative teaching & learning initiatives at the grassroots
level in HE institutes. This work summarises two such module level initiatives
at the Division of Engineering, which have resulted in high student engagement
& achievement. The work also aims to offer universal guidelines, so that,
such initiatives can be adapted & utilised in other
disciplines. The first initiative details a new mixed mode of
teaching & learning approach, which was implemented by modifying the
content & delivery of technical modules to promotes tutor-student partnership.
The 8 steps in this new approach were grounded using pedagogic insights in,
engineering education & student centred learning; to improve the balance
between practical vs. abstract & content delivery vs. group brainstorming;
to offer mixed style of problems, encourage student autonomy, include engaging
tasks & add conscious inclusivity. The second initiative
utilised a project& problem based learning approach, where groups of
students were set the task of undertaking concept-to-demonstration of a bridge
structure. The novelty of this approach was in the addition of numerous styles
of group puzzles & worksheets with open & closed ended solutions during
the tutor guided sessions. Furthermore, the implementation of staged peer
evaluation & group feedback activities aided in a quick turn around on
submissions and creation of feedforward plan by each group. This initiative
resulted in high student engagement rate (81% or n=132) and high average
achievement amongst the 26 groups (65%).
10.15 – 10.55 am, Room A501, Level 5
Changing Mindsets: exploring ways which
Mindset influences learning, teaching and success
Jennie
Jones,
Centre for Learning and Teaching
A growth mindset is defined as the
belief that ability develops through effort and embracing challenge (Dweck,
2006). Aronson et al. (2002) suggest that developing a growth mindset motivates
students, enhances pedagogic practices, and helps to reduce attainment gaps.
Funded by HEFCE and led by the University of Portsmouth, the Changing Mindsets
Project (2017-2019) comprises workshops underpinned by research at 5 UK
universities including Brighton (UoB). At UoB Changing Mindsets workshops have
been embedded into PASS sessions, additional workshops for students and staff
development courses. The workshops explore strategies to develop a growth
mindset, inclusive behaviours, high expectations and enabling language for
students and staff. As part of the overarching mixed-methods
evaluation across universities, we conducted a peripheral qualitative study at
UoB, where participants shared their stories through narrative interviews. Our
research aimed to identify ways in which Mindset workshops influence: undergraduates’
and staff perceptions and experiences of learning, teaching and support
concerning: 1. Student belonging, engagement, identity development,
confidence and success 2. Understanding of fixed and growth mindset
3. Mindset development of self/others 4. Influence of mindset on the
experiences of self/others 5. Strategies to develop their own/
others’ mindset The objectives were to develop greater
understanding of the intervention’s influences on learning, teaching and
support practices; and how pedagogic practices and support may be enhanced
taking the concept of mindset into account, which may help to contribute
towards reducing the attainment gap between undergraduate
groups.
10.15 – 10.55 am, Room E512, Level 5
Transitions between learning in
practice and academic settings
Darren
Brand,
School of Health Sciences
This presentation will detail a small
scale piece of research, undertaken as part of a Professional Doctorate in
Education, which focussed on the experiences of year one adult nursing students
following their first clinical placement as part of a BSc (Hons) Nursing
course. Interestingly, it is recognised that limited literature exists in
relation to the student experience of being mentored (Foster et al, 2014)
Using Lave & Wenger’s Communities of Practice model as an analytical lens
following a small group interview, I have noted that there is a strong
requirement to ensure that students are fully prepared to learn in a practice
environment. This is especially important for learners who may have limited
experience of clinical settings, and have become used to the structured
learning gained in a university classroom environment. Learning in the
workplace is very complex and should not be taken for granted. The session will
also highlight the ethical challenges of interviewing students that are taught
by the person undertaking the research. Furthermore,
two key findings were noted:
·
Belonging Though a stipulation
of the NMC (NMC, 2008), the mentor holds a key role in supporting a student
nurse in the practice setting, and the feedback gained from my study indicated
that a new student does not begin to learn effectively until they feel a sense
of belonging and acceptance within the team they are working in. A mentor is
felt to hold the key to this process taking place quickly and as smoothly as
possible.
·
Identity with the process of nurse
education comprising of 50% theory and 50% practice, there is an argument that
student nurses have to wear various “hats” in terms of their identity. Whilst
in the academic setting, they are viewed as a student in the traditional sense,
but whilst in a placement environment they must contend with acting as a novice
practitioner. My research noted that students need to be prepared for this
aspect of learning prior to the start of placements.
References:
Billett, S. (1996) Towards a model of
workplace learning: the learning curriculum. Studies in Continuing Education.
18 (1) 43-58
Foster, H. A. Ooms, D. Marks-Maran
(2014) Nursing students’ expectations and experiences of mentorship. Nurse
Education Today. 35 (1) 18-24
Wenger, E. (2006) Communities of
Practice – learning, meaning and identity. Cambridge: Cambridge University
Press
10.15 – 10.55 am, Room B503, Level 5
Time for Dementia: a new way of
seeing
Stephanie
Daley
and Yvonne Feeney, Brighton and Sussex Medical School
Dementia education is a workforce
priority within the health professions. Health Education England has mandated
the inclusion of dementia education in all undergraduate curricula but practice
in this area is varied. The active participation of service users in healthcare
education is a tangible method of increasing real life learning and student
engagement.
The experiences of people with
dementia and their carers is often poor within healthcare settings, with
clinician negative attitudes and inadequate knowledge about dementia being key
mediating factors. There can often be an over-reliance on task-oriented, as
opposed to compassionate care, with the treatment of people with dementia being
underpinned by de-humanising attitudes such as objectification and disempowerment.
With an ageing population, healthcare professionals of all disciplines are
likely to work with people with dementia, regardless of their chosen
speciality. It has been suggested that tailored dementia education at
undergraduate level provides an opportunity to enhance the attitudes and
empathy towards people with dementia at the stage when future healthcare
professionals are more open to influence.
The Brighton and Sussex Medical
School and the School of Health Sciences have sought to address this challenge
by introducing a new mandatory programme, Time for Dementia into their
curricula. In Time for Dementia, students visit a family living with dementia
over a two year period. This is the first mandatory multi-disciplinary
longitudinal dementia education programme in the world. There is a need to
understand the impact of the programme on student outcomes, and the active
ingredient underpinning these, the challenges involved in delivery, as well as
the potential for Interprofessional Education.
We have undertaken a mixed methods
study, which involves:
·
Quantitative measures of dementia
attitudes and change in those students receiving Time for Dementia, and
comparator students who are not. These are measured at baseline, 12 month and 24
months.
·
Qualitative interviews and focus
groups with students who have undertaken the programme
·
Satisfaction surveys with students
Evaluation results have shown
statistically significant improvements in dementia knowledge and attitudes.
Additionally, students report that they have gained a deeper understanding of
what it might be like to live with dementia, that their confidence and skills
in communicating with people with dementia has improved, and that they have
more awareness of the role of carers.
The research and its findings
presented in this session will have implications for dementia researchers,
undergraduate healthcare educators, and for other researchers introducing a new
programme
References
Banerjee S, Farina N, Daley S,
Grosvenor W, Hughes L, Hebditch M, Mackrell S, Niforooshan R, Wyatt C, de Vries
K, Haq I, Wright J, 2017, How do we enhance undergraduate healthcare education
in dementia? A review of the role of innovative approaches and development of
the Time for Dementia programme ,International Journal of Geriatric Psychiatry,
32, 68-75
Hirsh, D. A., Ogur, B., Thibault, G.
E., & Cox, M. (2007). " Continuity" as an organizing principle
for clinical education reform. New England Journal of Medicine, 356(8), 858.
10.15 – 10.55 am, Room B502, Level 5
Dissecting anatomy: the lived
experience
Maria
Birch,
School of Health Sciences
Anatomy is an important component of
pre-registration healthcare courses, and much research has been undertaken into
how and when it is taught and assessed, largely measured in terms of student
performance. No such research base exists regarding the student perspective of
this experience. This study used the lived experience of podiatry students when
learning anatomy, and applying and developing that learning in clinical
practice, to gain insights into the phenomenon of learning and applying
anatomy. The study was conducted using a Husserlian descriptive
phenomenological methodology. During a three year pre-registration programme,
three students were interviewed following the completion of their first year
anatomy module, after two scheduled year three clinical sessions, and after a
learning encounter in the dissection room. Analysis of the interview
transcripts revealed the structure of the lived experience to consist of eight
constituent parts. The constituent parts have been formulated into a model of
learning anatomy which shows that the student experience of learning and
applying anatomy is a process comprised of three overlapping sequential stages:
making sense, making meaning and working with meaning, and is mediated by
reflection. In this seminar the findings will be presented and a
discussion initiated, to consider how this model may help teachers of anatomy,
and other similar basic sciences, facilitate learning.
References:
BERGMAN, E. M., DE BRUIN, A. B.,
HERRLER, A., VERHEIJEN, I. W., SCHERPBIER, A. J. & VAN DER VLEUTEN, C. P.
2013a. Students’ perceptions of anatomy across the undergraduate problem-based
learning medical curriculum: a phenomenographical study. BMC medical education,
13, 152.
DAVIS, C. R., BATES, A. S., ELLIS, H.
& ROBERTS, A. M. 2014. Human anatomy: Let the students tell us how to
teach. Anatomical sciences education, 7, 262-272. GIORGI, A.
1997. The theory, practice, and evaluation of the phenomenological method as a
qualitative research procedure. Journal of phenomenological psychology, 28,
235-260.
GREASLEY, K. & ASHWORTH, P. 2007.
The phenomenology of ‘approach to studying’: The university student's studies
within the lifeworld. British Educational Research Journal, 33,
819-843. LACHMAN, N. & PAWLINA, W. 2006. Integrating
professionalism in early medical education: the theory and application of
reflective practice in the anatomy curriculum. Clinical Anatomy, 19,
456-460.
MOON, J. A. 1999. Reflection in
learning and professional development: Theory and practice, Psychology
Press.
WEURLANDER, M., SCHEJA, M., HULT, H.
& WERNERSON, A. 2016. The struggle to understand: exploring medical
students' experiences of learning and understanding during a basic science
course. Studies in Higher Education, 41, 462-477.
Parallel Sessions 2
11.00 – 11.40 am, Room A501, Level 5
Developing academic writing and
international doctoral student experience: transition, translation and the
rules of the game?
Tamsin
Hinton-Smith,
Emily Danvers and Rebecca Webb, Research, Enterprise and Social
Partnerships
The transitions undertaken by
doctoral students in becoming an independent researcher are complex and shaped
through different lives and experiences. We set out to explore international
students’ experiences of journeys and institutional support for this process as
they negotiate the expectations and assumptions of supervisors and
others. We draw on recent empirical research in which
international doctoral students reflect on their own experiences of developing
their academic writing in English. The data comes from two focus groups
and 19 individual face-to-face interviews with doctoral students, carried out
as part of research funded by the UK Council for International Student Affairs
in two UK universities. A key emergent theme is that of the
challenges of cross-cultural navigation for ‘international’ students, including
the assumptions that are often made about them by others in the host academic
institution or country. In relation to transitioning through the doctoral
degree as an international student, the problematisation of ‘translation’
emerges throughout the data (Anderson 2008), raising questions around how
supported doctoral researchers feel in transit between a range of language and
cultural scripts. This includes the challenges of making sense of the
discursive context of particular subject discipline norms within the Anglophone
and UK university, with different ‘codes’ of language and meaning that what is
required/expected (the ‘rules of the game’) can often be very unclear very unclear
to international doctoral students. Insights from the research also challenge
normative assumptions of ‘good’ academic writing in ways that invoke doctoral
student’s legitimacy as knowers (Gordon 2011).
References:
Anderson, V. (2008) The International
Education Agenda: International and New Zealand Women Students Sites, New
series 5(2), pp. 57-80.
Gordon, A. (2011) Some Thoughts on
Haunting and Futurity, borderlands, 10(2) 1-21.
11.00 – 11.40 am, Room B502, Level 5
Can walking with dogs support
students’ sense of well-being?
Marianne
Willmer,
School of Health Sciences
This study is strongly in line with
the University of Brighton’s strategic plan; sustainability, those studying are
at risk of neglecting physical activity (Sustainability Symposium 2018).
‘Keeping fit’ is recognised in the ‘Changing Mindsets Project’ as a way to
enhance learning, yet underactivity is a recognised risk factor for those
studying (Sustainability Symposium 2018). Contact with others through
walking has been identified to support an increased sense of well-being and
foster a sense of community (Sustainable Development Unit 2014, King’s Fund
2012) importantly identified in Objective 8: a great place to live in
‘Education and the student experience strategic plan
2017-2021’. Health students have been under-represented
on past dog walking opportunities, yet health workers have been recognised to
be more at risk of obesity and exposure to a more hostile work environment
(where there are threats, bullying, or harassment) is deemed to influence risk
of obesity (Luckhaupt et al, 2010). We used technology to capture student
experience at the point of experiencing it, in relation to dog walking and
well-being, by quantitative data. In addition, a qualitative approach to
collect reflections and perceptions in a retrospective way. This mixed
methods approach will form an evaluation as part of the new Public Health and
Well-being Research and Enterprise Group, School of Health Sciences.
This will be work in progress as only
quantitative data will have been collected by January.
References:
Campbell, K. et al. 2016. How does
dog-walking influence perceptions of health and well-being in healthy adults? A
qualitative dog-walk-along study. Anthrozoos. 29:2, 181-192. De Moor, D.
2013.
Fiocco, A.J. and A.M. Hunse 2017. The
Buffer Effect of Therapy Dog Exposure on Stress Reactivity in Undergraduate
Students. International Journal of Environmental Research and Public
Health. 14: 707.
11.00 – 11.40 am, Room A500, Level 5
Using alumni and LinkedIn to support students
and develop their pre-professional identity
Clare
Forder and
Julie Fowlie, Brighton Business School
In
this paper we build on existing research around using Brighton Business School
(BBS) alumni and LinkedIn to help students develop their pre-professional
identity and begin establishing professional networks. This is a continuation
of a small-scale study first conducted in 2017-18 with students from BBS’
Finance & Investment degree which has since been expanded to include all
degree programmes in the school. All Level 5 (second year) students have been
invited to participate. However, following recent National Student Survey (NSS)
results, internal Academic Health panels, and assessment by the university’s
Widening Participation Achievement Team (WiPAT), it includes a specific focus
on black and minority ethnic (BME) students in order to tackle some of the
disparities in continuation, progression, achievement, and graduate outcome
differentials. We will address why understanding and creation of
pre-professional identity is an important aspect of the employability agenda,
and we will explore how we involve alumni in helping current students in this
endeavour. We will discuss why LinkedIn was chosen and why sharing alumni
profiles with participants could support building their confidence in using the
site. We will conclude by examining initial findings from the wider project
focusing on the BME cohort and how these might influence future action in
developing students’ pre-professional identity.
References:
Bridgstock, R. S. (2018). Educational
practices for employability and career development learning through social
media: Exploring the potential of LinkedIn. In Practice Futures For the Common
Good. Sense-Brill Publishers. Daniels, J., & Brooker, J.
(2014). Student identity development in higher education: implications for
graduate attributes and work-readiness. Educational Research, 56(1),
65-76. Jackson, D (2016) Re-conceptualising graduate
employability: the importance of pre-professional identity. Higher Education
Research & Development, 35(5), pp.925-939.
11.00 – 11.40 am, Room B503, Level 5
Time for Dementia to Time
for Autism
Stephanie
Daley,
Yvonne Feeney and Laura Gallaher, Brighton and Sussex Medical School
Autism is characterised by impairments
involving social interaction, language and communication skills and atypical,
repetitive behaviours and interests (NHS, 2007. Lack of understanding about the
condition frequently leads to delays in receiving diagnosis, which prevents the
demonstrable cognitive, linguistic and behavioural benefits of early
intervention, compounds parental stress and limits the adoption of effective
coping strategies within families.
Timely diagnosis relies on doctors
having the knowledge and skills to recognise early signs of Autism when
parents/carers may present with difficulties. However, training (particularly
at undergraduate level) is limited and in many cases, missing entirely (Royal
College of GPs, 2018). Additionally, there is a lack of evidence relating to
Autism education for undergraduate medical students. In order to address this,
the Brighton and Sussex Medical School wish to develop a new educational
programme for undergraduate medical students called Time for Autism. This
follows the success of an existing programme Time for Dementia.
Introducing and embedding new methods of training is a complex task. It is
important to understand barriers and facilitators to introducing such a
programme. Collaborative working and relationships within and between
HEIs, community members (those living with long-term conditions), students and
voluntary sector organisations are crucial to the establishment of longitudinal
programmes such as Time for Autism.
The development of Time for Autism will
be informed by mixed-methods research through the following sub-studies:
1) Individual
in-depth qualitative interviews with staff working on Time for Dementia
(Alzheimer’s Society, NHS trusts, HEI sites) to ascertain facilitators/barriers
to implementation
2) Individual
in-depth qualitative interviews with 5th year Medical Students explore current
Autism knowledge and gaps therein, and acceptability of the proposed programme
3) Survey
about Autism education in UK Medical Schools (n=33) and interviews with Austism
educators to explore areas of concerns and ideas for improvement
4) Individual
in-depth qualitative interviews with families (parent/carer with a child with
Autism) to explore views about medical knowledge of AUTISM, and acceptability
of the proposed programme.
The session will explore the
methodology planned for this research. We will present the findings from
sub-study 1 (facilitators/barriers to implementation)
This research has implications for
undergraduate healthcare educators, and for other researchers introducing a new
programme
Background
references
Banerjee S, Farina N, Daley S,
Grosvenor W, Hughes L, Hebditch M, Mackrell S, Niforooshan R, Wyatt C, de Vries
K, Haq I, Wright J, 2017, How do we enhance undergraduate healthcare education
in dementia? A review of the role of innovative approaches and development of
the Time for Dementia programme ,International Journal of Geriatric Psychiatry,
32, 68-75
Royal Colleague of General Practice
Position Statement on Autistic Spectrum Disorders - PDF [Internet]. [cited 2018
Aug 24]. Available from:
http://docplayer.net/29540802-Rcgp-position-statement-on-autistic-spectrum-disorders.html
11.00 – 11.40 am, Room E512, Level 5
A novel way to use personal tutors to
improve student retention
Deshinder
Singh Gill,
School of Computing, Engineering and Mathematics
The engineering courses at Brighton
have in the past few years seen a high level of failure and student
non-engagement at Level 4. This year, a new approach was
launched to reverse this trend. This involved using Personal Academic
Tutors (PAT) as part of a brand new module at Level 4 called XE421 Engineering
Practice.
The Personal Academic Tutors are now
timetabled to meet their students once a week in a room with other tutors for
an hour. A schedule of work is provided. It details what needs to
be done each week, so tutors and students have a clear idea as to what to do
within that time frame. Another change is the increase in the number of
tutors for level 4 from 12 to 20.
This resulted in smaller groups,
which in turn allowed students to interact more effectively with their PATs
within the timetabled slot. Finally, ten groups were timetabled to be in
the same room at the same time. Each group were located round a table
with their PAT, making the interaction much more personal, but at the same time,
the students could be directed by the module leader for that particular
task.
Initial results have shown a higher
level of engagement amongst the students as well as a way to identify students
who were not attending or engaging in the first seven weeks of the
course. This presentation will discuss the pedagogic rationale of what
was implemented this year and evaluate its findings. It should be made
clear that the PATS are NOT acting as personal tutors in this instance.
Instead, they are part of a very large module team, and are responsible for
some of the teaching and all of the assessment. The PAT see their
students regularly as module tutors, but at the same time, both the PAT and
student get to know each other, thus building a relationship that is hope will
be of benefit for the rest of the course.
References
Boud, David, Cohen, Ruth, Walker,
David (1993) Using Experience For Learning, Open University Press
Smith,E.M., (2008) Personal Tutoring
- an Engineering Subject Centre guide, Higher Education Academy Engineering
Subject Centre
Wingate, U. (2007) A Framework for
Transition: Supporting ‘Learning to Learn’ in Higher Education, Higher
Education Quarterly, Volume61, Issue3, July 2007, Pages 391-405
Parallel Sessions 3
12.00 – 12.40 pm, Room A501, Level 5
Curious Cloud: evaluating the
efficacy of a model for teaching creative ‘messy’ problem solving
David
Foster,
Brighton Business School
The aim of this research is to
evaluate how fully the Curious Cloud model encapsulates the process of
identifying and creatively solving messy business challenges and to understand
the practical value of the model to workshop participants.
Despite a significant body of research and opinion around the subject of
creativity and problem-solving, the author found no existing models which
simply clarified the work that students and executives needed to do to spot a
problem worth solving, solve it and see the solution through to successful
implementation. In the summer of 2016 the first version of Curious Cloud
was created for use in an idiosyncratic second-year undergraduate module at a
Business School. The model was subsequently iterated and from 2017 used
within two postgraduate modules on Strategy. In 2018 the model was
additionally taught to executives in the Public Sector and in a FTSE 250 company.
This research seeks to understand whether the model brings anything new to the
fields of creativity and problem solving, and whether it resonates sufficiently
to be of practical use to students and executives. The research objective
to: 1. Compare the discreet elements and sub-elements of the model with
current thinking in the fields of creativity and problem solving 2.
Compare the model as a whole to other holistic models of creativity or problem
solving 3. Understand the efficacy of the model for different groups of
student participants, as taught in an undergraduate ‘Creativity in Enterprise’
module and postgraduate Strategy modules. 4. Understand the efficacy of
the model as taught to different groups of executive participants in commercial
workshops. Preliminary findings will be presented at this session.
References:
Blatt, S.J. & Stein, M.I. 1959,
"Efficiency in Problem Solving", The Journal of
Psychology, vol. 48, no. 2, pp. 193-213.
Runco, M.A. & Jaeger, G.J. 2012,
"The Standard Definition of Creativity", Creativity Research
Journal, vol. 24, no. 1, pp. 92-96.
Stein, M.I. 1953, "Creativity
and Culture", Journal of Psychology: Interdisciplinary and
Applied, vol. 36, no. 2, pp. 311-322.
12.00 – 12.40 pm, Room A500, Level 5
Valuing collaboration: use of a Q
sort method to build resilience for learners through curriculum design
Caroline
Hudson,
Jess Mills and Nita Muir, School of Health Sciences
The latest thinking on resilience
building as applied to learners on a professional programme will be presented
drawing on a social justice stance (Hart et al 2016) to curriculum enhancement.
It will present some of the key findings from a curriculum development
initiative that aimed to build resilience and to meet professional body (PRSB)
requirements that require learners to evidence proficiency in resilience (NMC
2018). Aim: To use a collaborative approach within curriculum
design to better ‘the odds’ for learners through resilience building in a
professional preparation context, linking to the Centre of Resilience for
Social Justice
approach.https://www.brighton.ac.uk/resilience-for-social-justice/index.aspx.
Collaborative approach: The initial phase of collaboration enabled
identification of ‘resilient moves’ through discussions with course team
members. In addition students’ evaluative feedback was reviewed to generate
resilience themes. This enabled ‘practice wisdom’ to be combined with a scoping
of the literature to identify resilience building
factors. Q sort method. Resilience building statements
were developed following the initial collaborative phase and utilised in a Q
sort method at the BSc Nursing programme curriculum review event (April 2018).
Using poll everywhere various stakeholder groups were able to rank the
resilience building statements. Findings: Aspects of the
collaborative process and insights from the Q sort initiative and how these
impacted the curriculum design will be presented.
Conclusions: The collaborative approach to the resilience Q sort enabled the
course design team to review resilience building strategies during the
curriculum design drawing on stakeholders’ views. This collaborative process to
Q sort method has potential for curriculum enhancement more widely.
References:
Hanson, J. & M. McAllistair
(2017) Preparation for workplace adversity: Student narratives as a
stimulus for learning. Nurse Education in Practice. 89-95
Hart et al (2016) Uniting Resilience research and practice with an inequalities
approach. Accessed
http://journals.sagepub.com/doi/abs/10.1177/2158244016682477
Jackson, D., M. Hutchinson, E. Bronwyn, J. Mannix, K. Peters, R. Weaver &
Y. Salamonson (2011) Struggling for legitimacy: nursing students’ stories of
organisational aggression, resilience and resistance. Nursing Inquiry
18(2):102-110.
12.00 – 12.40 pm, Room E512, Level 5
Escape room design for learning
Panagiotis
Fotaris,
School of Computing, Engineering and Mathematics
Many organisations require formal
security awareness training for all workers when they join the organisation and
periodically thereafter. Typical training methods, such as online courses or
conventional taught learning, often suffer from a lack of engagement and
motivation from learners. Unlike these methods though, games are generally very
successful at keeping players constantly motivated and engaged in a set of
tasks for many hours without apparent loss of focus. In particular, escape
rooms (e.g., adventure games in which players work together to solve puzzles
using hints, clues, and a strategy to escape from a locked room) are becoming
increasingly popular as a team building activity due to the fact that they
require players to quickly adopt successful team strategies in order to
progress through the game successfully. The nature of the game means that
players’ critical thinking, creativity, people management, and communication
skills (i.e., the 5 top skills for high-paying jobs by 2020 according to the
World Economic Forum) are all put to the test. Based on that, there is great
potential in using escape rooms as interactive, playful educational activities.
This presentation describes the development of an instructional escape room as
a hands-on, team-based approach to active learning through a series of puzzles
designed around a particular common security best practice. However, the
approach of using an escape room for educational purposes can be generalised to
other subjects. The principles of the game will remain the same, i.e., the
escape room will still be a live-action, team-based game where a small group of
players discovers clues, solve puzzles, and accomplish tasks to escape from an
area in a limited amount of time. The only things that will require changing
are the scenario and the puzzles.
References:
Kinio, A.E., Dufresne, L., Brandys,
T., & Jetty, P. (2018). Break out of the Classroom: The Use of Escape Rooms
as an Alternative Teaching Strategy in Surgical Education, Journal of Surgical
Education, ISSN 1931-7204, https://doi.org/10.1016/j.jsurg.2018.06.030 http://www.sciencedirect.com/science/article/pii/S1931720418303283
Zhang, X. C., Lee, H., Rodriguez, C.,
Rudner, J., Chan, T. M., & Papanagnou, D. (2018). Trapped as a Group,
Escape as a Team: Applying Gamification to Incorporate Team-building Skills
Through an “Escape Room” Experience. Cureus, 10(3), e2256. http://doi.org/10.7759/cureus.2256
Wise, H., Lowe, J., Hill, A.,
Barnett, L., and Barton, C. 2018. Escape the welcome cliché: Designing
educational escape rooms to enhance students’ learning experience. Journal of
Information Literacy, 12(1), pp.86–96 http://dx.doi.org/10.11645/12.1.2394
12.00 – 12.40 pm, Room B502, Level 5
Construction of Physiotherapy
students' identity on a seven day practice placement
Sarah
Elliott,
School of Health Sciences
The physiotherapy profession is
required to constantly review its current status, particularly in light of
significant changes occurring internationally in healthcare and education
settings. Amongst these changes are globalisation, greater community expectations
and accountability. In the UK, the diversification of the physiotherapy
profession to provide a seven day service has been required to meet the
changing needs of society and to reflect developments and competitive pressures
in the UK´s health service. However, little is known about how practice
educators and students experience this model. Purpose: With such a
change in practice, it is of high importance to gain insight to the experiences
of those participating in seven day placements. The findings may provide a
clearer description and deeper understanding of the implementation of seven day
working on practice based education in physiotherapy. This may offer insight to
others and may inform future practice. Methods: Qualitative research
informed by phenomenology has explored the experiences of physiotherapy
students, practice based educators and university link tutors in a seven day
model of working. Semi - structured interviews were undertaken. The
participants were asked to discuss their experiences of practice based
placements hosted across a seven day model of working. Utlising approaches to
professional identity by Caza& Creary (2016), I propose that physiotherapy
students develop personal, practice and professional constructs that can be
related to a hierarchy of needs. Results: Physiotherapy students
are demonstrating transformative learning as they begin to understand the
practice and professional factors that influence practice based education in a
seven day model of delivery. The physiotherapy students move beyond their own
personal epistemological beliefs, to ontological aspects of professional ways
of being in the changing environment of practice. But this journey is not taken
in isolation, it involves interaction with other members of the community;
practice educators, HEI´s and the professional body. Conclusion(s):
Creation of a professional identity in physiotherapy involves past, present and
future experiences and in relation to seven day practice education I propose
that it can be related to a hierarchy of needs. Practice-based education in a
seven-day model of working has created an influential space for learning. The
boundaries have changed due to inconsistent working patterns and this has
shaped participants beliefs and images of physiotherapy practice in this new
method of service delivery and may have contributed to the construction of
individual professional identities Implications: The physiotherapy students
have gained insight into a developing aspect of healthcare; they have formed
and transformed their identity as they have created different ways of knowing
and being. Barnett (2009) suggests that if these concepts of being and becoming
are embedded in practice it will underpin student´s journey´s to becoming a new
self. From this perspective, becoming a physiotherapist in a model of seven-day
working is a continual and dynamic process of reconciling who we are as
learners, educators and providers of physiotherapy education, what we think we
know about practice education and discerning what we think we should know so as
to create a future workforce that is fit for purpose.
Parallel Sessions 4
12.50 – 1.30 pm, Room A501, Level 5
Investigating the relationship
between attendance and attainment
Simon
Wilkinson,
Sarah Varney-Burch, and Vy Rajapillai, School of Humanities
This study investigates the
relationship between students’ attendance in structured learning sessions and
their impact on students’ academic performance. SPSS data from our selected
modules suggests that attendance and performance correlate but only weakly and
that the patterns of correlation between modules are quite different depending
on size of cohort, assessment type etc. There are some studies that have
already started to question the traditional view of direct correlation e.g. in
health science (Bati et al 2013) and in business schools (Mearman et al 2014),
which focus instead on factors such as the nature of delivery of lectures,
difficulty of the subject matter as well as adopting to university environment.
However, these studies still argue, explicitly and implicitly, that attendance
in structured learning sessions has a direct impact on students’ academic
performance. Self (2012) even argues for a coercive approach to attendance
through attendance policy that works on a rewards/punishment approach. We argue
that the relationship between attendance and performance is far more complex
than previously believed and the correlations we see in the data result from
the interacting relationships of multiple causes to the extent that increased
attendance does not necessarily lead to increased performance. Using our
statistical data we will identify students whose profiles will allow us to
investigate the multiple factors that affect students’ attendance and
performance.
References:
Bati, A. H., Mandiracioglu, A.,
Orgun, F., & Govsa, F. (2013). Why do students miss lectures? A study of
lecture attendance amongst students of health science. Nurse Education Today,
33(6), 596–601. http://doi.org/10.1016/j.nedt.2012.07.010
Mearman, A., Pacheco, G., Webber, D.,
Ivlevs, A., & Rahman, T. (2014). Understanding student attendance in
business schools: An exploratory study. International Review of Economics
Education, 17, 120–139. http://doi.org/10.1016/j.iree.2014.10.002
Self, S., 2012. Studying absenteeism
in principles of macroeconomics: do attendance policies make a difference? J.
Econ. Educ. 43 (3) 223–234.
12.50 – 1.30 pm, Room B502, Level 5
A spotlight on the International
Student Experience, through the highs and lows of their student journey
Caroline
Lewis
and Martin Torjussen, University of Brighton International College
The workshop session will explore the
student journey of international students into Higher Education. We will
consider and share insights on the expectations of international students
before they arrive, as well as those of their stakeholders (e.g. parents and
sponsors). During the session we will take a whistle stop tour through some of
the key highs and lows for international students in their adjustment to
studying in Higher Education in the UK, to see how this matches up against
their expectations. From reviewing these key successes and challenges, we will
then present some case studies of initiatives which have been implemented at
the University of Brighton International College, in order to celebrate these
successes and support students in overcoming the challenges they face.
The workshop will conclude by
reviewing these case studies for their application to different contexts and
consider how these insights could inform our practice to provide an improved
experience for international students in Higher Education. In particular, we
will focus on some examples which can be used to inform: teaching practice;
curriculum design; the ‘wrap around’ service levels to students; celebrating
diversity and providing opportunities for integration; transition and the role
of social media.
We will refer to relevant research in
this area and will take insights from initiatives which are already in use,
initiatives which are currently ‘in progress’ as well as planned curriculum
developments for the coming academic year at the International College.
12.50 – 1.30 pm, Room A500, Level 5
Diverse placements and volunteering:
what do students gain?
Simon
Otter,
Deborah Whitham and Pauline Riley, School of Health Sciences
For many years the final year
students on the Podiatry pre-registration course have volunteered at both the
Brighton and London Marathon’s in a clinical support role supervised by
University of Brighton (UoB) staff. This opportunity is outside our
standard clinical teaching for undergraduate podiatry students and is a
different experience to formal clinical placements. Consequently these
experiences are voluntary (but highly sought) and diverse given the nature of
the quasi ‘clinical environment’. We will present an exploration of the
student learning experience during volunteering in such a dynamic and demanding
clinical environment and consider what (if any) elements of learning can be
translated more effectively back into the in-house clinical teaching
environment. We seek an open discussion with colleagues into their
experience of volunteering & diverse placement models. This was a
qualitative study to explore experiential learning based on underpinning
phenomenological principles and used focus groups with students over a two year
period to generate data. Focus group conversations were led by a colleague
external to the University, recorded and transcribed verbatim prior to thematic
analysis according to concepts outlined by Van Manen (1990). In total six
major themes were identified
1.
Multi-disciplinary working
2.
Psychosocial issues
3.
The environment
4.
Clinical skills
5.
Learning approaches
6.
Barriers to learning
Overall, student experiences were
mixed but the experience filled a perceived gap in learning. However, the
frantic nature of the event both impeded and facilitated learning. There
remains a considerable challenge in preparing for a dynamic event and the group
dynamic was perceived to impact on equality of learning opportunities.
References:
Mundle, C., Naylor, C. & Buck, D.
(2012). Volunteering in health and care in England. Kings Fund Available
from:
http://www.kingsfund.org.uk/sites/files/kf/field/field_related_document/volunteering-in-health-literature-review-kingsfund-mar13.pdf
Van Manen, M. (1990). Researching lived experience. SUNY press
12.50 – 1.30 pm, Room B503, Level 5
The values process approach to
enhancing the Higher Education experience
Pauline
Rutter,
Ammu Sanyal and Mahsa Firoozmand, School of Computing,
Engineering and Mathematics
This workshop session is designed for
participants to explore an evolving research methodology through which 'Values'
can be co-defined within the HE setting to improve participation, retention and
progression and to enhance teaching, learning, assessment and achievement at
all levels of HE: It will be of particular interest to
HE staff who are:
·
Currently working as part of a team or
collaboration with aims and action plans to improve the HE experience and
outcomes for students entering their department
·
Are interested in cohesion,
collaboration and efficient and effective working within and between HE
departments, would like to explore how developing a 'values' framework within
an HE setting, could support inclusion, diversity, communication, strategic
planning, decision making and/or funding applications
·
Have an interest in how values based
indicators can enhance inclusive and accessible monitoring, measurement and
evaluation which makes full use of technology driven reporting tools
appropriate to internal and external stakeholders
The VSRG Values Process has been
developed through rigorous research. It provides delegates with an opportunity
to experience this approach and its ability to generate useful discussions
about shared and unshared values which link to real decisions and actions.
Participants will crystallise their own values from the perspective of working
in a current team/collaboration or future collaborative scenario as well as
exploring new developments in this values-based approach.
References:
An overview of the EU project and its
co-inception: Podger, D., Piggot, G., Zahradnik, M., Janouskova, S.,
Velasco, I., Hak, T., Dahl, A., Jimenez, A.,& Harder, M.K. (2010). The
Earth Charter and the ESDinds initiative: developing indicators and assessment
tools for civil society organisations to examine the values dimensions of
sustainability projects. Journal of Education for Sustainable Development,
4(2), 297-305. The setting out of the WeValue approach as an
evaluation approach, with results from three studies: Burford, G.,
Velasco, I., Janouskova, S., Zahradnik, M., Hak, T., Podger, D., Piggot,
G.,& Harder, M.K. (2013). Field trials of a novel toolkit for evaluating
‘intangible’ values-related dimensions of projects. Evaluation and Program
Planning, 36(1), 1-14. Outline of the adapted methodology for
developing values-based indicators in Higher Education, and their usefulness
for sustainability institutional assessment: Ribeiro, M.M., Hoover, E.,
Burford, G., Buchebner, J., Lindenthal, T. (2016) Values: a bridge between
sustainability and institutional assessment – a case study from BOKU
University. International Journal of Sustainability in Higher Education 17(1)
40-53.
Lunch and Poster Presentations
1.30 – 2.20 pm, Asa Briggs Foyer,
Level 1